ABSTRACT
Guided by endarkened feminist epistemology, as defined by Okpaloaka and Dillard (2011), we highlight our experiences as African-ascendant women teacher educators and provide narratives that reveal some of the many ways that Black women sustain themselves and others. Through this trio-ethnographic study (Boylorn & Orbe, 2016), we intend to advance the role of kin relationships (e.g., other-mothering and sistering) among Black women as facilitators of persistence in the academy. Through this process, we inform mentoring and peer support for marginalized faculty and graduate students, ultimately improving research, teaching, and outcomes for these groups.
